NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy, however, is that through creativity every color can be made easy or challenging for any learning level.

RELATED PAGES (mouse-over for descriptions and click for complete pages)

WAYS TO CONTRIBUTE TO EVOLVING THIS EDUCATION PROGRAM WITH US

A NOTE ABOUT ALL ONE COMMUNITY LESSON PLANS

The One Community lesson plans are intentionally designed for use in ANY educational environment and with ALL educational, cultural, religious/spiritual, and philosophical approaches to teaching and learning. They are designed without an ideological approach and specifically so they can be adapted to include the views, preferences, methodologies, and/or ideologies preferred by different parents and teachers.

For maximum flexibility and adaptation, they are also designed to be combined to teach multiple subjects at the same time. Doing this increases the creativity, effectiveness, and fun of your learning environment. Once we are on the property and operating our version of the complete school and Education for Life program, we will be adding video examples of how to combine the lessons. In the meantime, visit the Teaching Strategies page for a list of suggestions.

ARTS AND TRADES

TEACHING ARTS AND TRADES WITHIN THE CONTEXT OF TIME

Learning about rhythm and time, dancing in time, painting “time”, and creating art around time related things like a sundial, seasons, etc. Examining the significance of the beginning, middle, and the end of art and music processes. Learning about time periods in history of different styles of art, architecture, music, and dance along with changes in these for each season.

The Arts

With at least 2 other people, use different colors of sand at different times of day to mark* where shadows fall, and discuss what occurs.

Draw* shadows and colors at different times of the day.

Create* a comic strip of a sundial or other basic time based item, using time-stamped images.

Create an advanced flip book* with a sundial and shadows in a scene.

Choose a fine art and practice it at 3 different times of the day, creating a piece* that reflects your experience.

Create an advanced level sundial sculpture* and scene with shadows at different times of the day.

Design, create and display an advanced level sundial scene* representing and created in the style of a specific period.

Trades

Play* a basic beat and learn about rhythm with a mentor.

Dance and sing* with a group to specific rhythms and tempos.

Combine dance and singing* or playing instruments to different rhythms.

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

ENGLISH

Note: Any language can be substituted for English. The subject is listed here as “English” because that is the primary language of most of the people on the team, and the official language of the country we’re building our initial location in.

TEACHING ENGLISH WITHIN THE CONTEXT OF TIME

Learning about the 12 grammar tenses (the Present Simple, the Present Continuous, etc.) and their formation and use in the English language. Learning how to use of the structures “used to”, “would”, “going to” for a particular time reference, etc. and how changing tenses changes a story. Learning how storytelling has changed over time (verbal, painted, written, radio, tv, computer, etc.) and how language itself has changed over time. Examining different literary periods.

Read a book* that has a story that takes place in the past, present and future and discuss different grammatical tenses with your mentor.

Create* a picture story that builds progressively from past to present to future.

Read a story out loud* and change the tenses as you read it.

Write a 3 to 5 page essay* exploring how storytelling and communicating ideas has changed over time.

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

HEALTH

TEACHING HEALTH WITHIN THE CONTEXT OF TIME

Learning about healthy daily regimens, how much time do you need for sleep, and how to allocate your time so that you are always energetic and productive. Learning about what time the different organs of the body are active, different cellular turnovers, and how much time the different organs use to perform their function. Learning about sleep cycles and brain waves, timing of growth stages, and how time seems different (time relativity) when you meditate/practice mindfulness, exercise, play, etc.

Take your heart rate at different activity levels, basic breath measurements, and your emotions at different times and create pictures* of what you notice.

Explore individual daily rhythms and ways to stay healthy over time, and create a visual graph* of this.

In a journal, record* the times different organs are active & optimal times of day for different activities.

Growing older: How has time changed for you*, how have and will you change. Write a 3 to 5 page essay* about this.

Create a 10 to 15 page report* about life cycles of different cells in different organs, how each organ changes with age.

Make a presentation* to your community about the times it takes each organ to do its function and differences at different times of the day and make recommendations for optimal organ function.

Create an easy-at-home system* for measuring the effects of food, sleep, exercise, etc. on timing of brainwaves, organs, reflexes, etc.

OTHERS

Create an experiment* that calculates your optimal time of day & hours needed for sleep.

Time different exercise durations* and calculate averages for different groups of people*.

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

MATH

TEACHING MATH WITHIN THE CONTEXT OF TIME

Word problems about time, rhythm and time, tempo and time, calculating time/speed ratios, hours in month/year, decade, times between historical events, times between birthdays, cycles of the moon, cycles of the body, experiment with rhythms of nature and time, timing stars and sun, is time speeding up? (shoeman resonance), timing of the seasons in different parts of the globe – how the distance from the equator effects this.

With a music mentor, begin learning and using* time in music. (counting + time = tempo, counting to music, counting notes, counting tempos)

Listen to your favorite song and on a piece of paper, calculate* the number of notes possible at different tempos for a set period of time in this song.

Time a song and calculate* and write down possible numbers of each note that could fit in it at different tempos.

Compare & calculate* timing and tempo of different songs and then make changes and calculate differences.

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

SCIENCE

TEACHING SCIENCE WITHIN THE CONTEXT OF TIME

How species change over time, life cycles , and time periods of alive and extinct plants, animals, and humans, defining the age of rocks, plants, trees, etc, time zones, weather and climate changes in different periods (summer, fall, winter, spring), the lifespan of stars and planets, radioactive decay, relativity, etc, the history of science and how science has changed over time (computers, physical science, astronomy, geology, chemistry, biology, etc.).

Life Sciences

Look at a book* with a mentor to learn about basic life-cycle concepts from birth to death of different species.

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

SOCIAL SCIENCES

TEACHING SOCIAL SCIENCES WITHIN THE CONTEXT OF TIME

Learning about different periods of the history of humanity, languages, culture, customs, rituals, traditions, religions, laws and government, psychology and philosophy in different time periods, etc., different types of calendar systems in different cultures and time periods.

Speak with at least two others about * how you and your perceptions evolve over time/age.

Draw pictures* of how your family relationships are evolving over time.

Keep a journal* that reflects how you are learning and how you interact differently in your community as you grow.

Write a blog* exploring how city function and dynamics have changed over time.

Conduct a study* exploring how state function and dynamics have changed over time and write a report* on your conclusions.

Exploring how country functions and dynamics have changed over time, lead a roundtable discussion* on this with your peers.

Write a textbook* exploring how global functions and dynamics have changed over time*.

Foreign Languages
(Each of the following is to be completed in the foreign language(s) being studied)

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

VALUES

TEACHING VALUES WITHIN THE CONTEXT OF TIME

Learning about the differences in our time perception and individual biorhythms, sharing your time with others, volunteering time and work, quality time as a love language, learning about age differences, strategies for time management, communication cycle evolution, time and age related changes in community roles and responsibilities (past, present, future), etc.

With your parents or other older people you live with, define a basic schedule* (when to get up, when to eat that will benefit you the most.

Keep a daily time-journal for at least a week* and chart how you spent every 15 minutes.

Pick an area of your life to focus on and dedicate 1 hr a day* to it and chart your results.

Try a week applying a structure* of “stop, start, keep doing, do more, and do less”.

Set an alarm for every 30 minutes and practice mindfulness* every time it goes off.

Create a life plan* for yourself detailing your plans and goals for the next 50 years.

Evaluate 20 time management systems* and/or software programs and combine what you learn to create your own time management system.

Exploring* what various concepts of time (on time, late, early) mean to different people, create a picture* to show what you discover.

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

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